Active Learning in English Classes. The Case of Three Selected Secondary Schools in Yem (Ethiopia)
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Academic Paper from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, grade: A, Raya University (Social Science and Humanities), course: TEFL, language: English, abstract: The purpose of this study is to assess the awareness and implementation of active learning in EFL Classrooms in three selected secondary schools in Yem special Woreda of SNNPRS. To conduct the study, a descriptive survey design was employed. A total of 200 students and 16 teachers from high, medium and lower achievers have participated in the study through availability and purposive sampling te...
Academic Paper from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, grade: A, Raya University (Social Science and Humanities), course: TEFL, language: English, abstract: The purpose of this study is to assess the awareness and implementation of active learning in EFL Classrooms in three selected secondary schools in Yem special Woreda of SNNPRS. To conduct the study, a descriptive survey design was employed. A total of 200 students and 16 teachers from high, medium and lower achievers have participated in the study through availability and purposive sampling technique. The study was conducted by both qualitative and quantitative data collection tools such as observation, questionnaires and interviews. The quantitative data were analyzed using frequency and percentage. The findings of the study prevailed that most of the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were found poor. The major factors affecting the effective implementation of active learning were large class size with fixed sitting arrangement, inadequate teacher training, and tendency of focusing on teacher-centered method and time scarcity were among the most influential factors hindering its implementation, lack organized trainings over the learning method, overcrowded students and lack of frequent follow up from the concerning bodies as stated earlier. From this one can understands that there are some problems in practicing active learning. To this end, it was recommended that creating diplomacy with other schools, countries, and different communities are the appropriate way to strengthen effective practicing of cooperative learning. Therefore, the school principal in collaboration with Ministry Of Education should co-ordinate to invite experts in the field to share his/her experience of using cooperative learning and to suggest an alternative techniques in the absence of adequate teaching aids and supplementary materials and responsible bodies should rearrange the conditions and facilitate necessary inputs for the implementation of active learning.
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